Social Workers in Schools Service Guidelines

SOCIAL WORKERS IN SCHOOLS
SERVICE GUIDELINES
JULY 2011
Table of Contents
Table of Contents.................................................................................................................. 1
1.
About these guidelines ................................................................................................. 3

Who are these guidelines for? ....................................................................................... 3
How did these guidelines come about? ......................................................................... 3
What is the purpose of these guidelines? ...................................................................... 3
How should these guidelines be used?.......................................................................... 3
Will these guidelines be revised?................................................................................... 3
Where can you go for further information?..................................................................... 3
2.
Relationships ................................................................................................................. 4
What are the principles that underpin the relationship between the Ministry, the
Provider and the client? ................................................................................................. 4
Cultural awareness ........................................................................................................ 4
Accessibility.................................................................................................................... 4
3.
About Social Workers in Schools (SWiS).................................................................... 5

What is the history of Social Workers in Schools?......................................................... 5
What is Social Workers in Schools about? .................................................................... 5
Who is the client group for Social Workers in Schools?................................................. 6
What is Social Workers in Schools seeking to achieve?................................................ 6
Vision..................................................................................................................... 6
Long-term outcomes ............................................................................................. 6
Results: ................................................................................................................. 7
What are the Social Workers in Schools core principles?.............................................. 7
How does the service work? .......................................................................................... 8
Partners................................................................................................................. 8
The Provider.......................................................................................................... 9
Schools within the cluster.................................................................................... 10
Ministry of Social Development ........................................................................... 11
Ministry of Education ........................................................................................... 12
The service to schools......................................................................................... 13
The Social Workers in Schools work setting ....................................................... 13
Changes to delivery sites .................................................................................... 13
4.
Service Delivery .......................................................................................................... 14

Where do Providers fit in the big picture? .................................................................... 14
What is the role of the referral agencies? .................................................................... 14
What activities does Social Workers in Schools focus on?.......................................... 15
What are some key elements of practice? ................................................................... 16
Social work with children and families/whnau ................................................... 16
Group programmes ............................................................................................. 18
Community liaison and service coordination ....................................................... 20
Cluster meetings .......................................................................................................... 20
Purpose ............................................................................................................... 20
Process ............................................................................................................... 21
Employing and supporting a social worker................................................................... 22
Social worker competencies ........................................................................................ 22
Supervision .................................................................................................................. 23
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THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES
Training and professional development ....................................................................... 24

Service support ............................................................................................................ 24
Management of vacancies and back-up for social workers ......................................... 25
Data collection and technology support systems ......................................................... 25
Data collection and record keeping ..................................................................... 25
The SWiS database ..................................................................................................... 25
Evaluation/reviews of the programme.......................................................................... 26
5.
Measuring Results and Reporting ............................................................................. 27

How do we know if Social Workers in Schools is working? ......................................... 27
What data needs to be collected for reporting? ........................................................... 27
Where can we find more information about Results Based Accountability (RBA)? ..... 29
What reports are required by the Ministry? .................................................................. 30
6.
Definitions .................................................................................................................... 31
7.
Further information and useful website links ........................................................... 32

Appendix One: SWIS Provider Return Report .......................................................... 33
Appendix Two: Provider Feedback Form.................................................................. 37
Appendix Three: The SWiS social work process ...................................................... 38
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1.
About these guidelines
Who are these guidelines for?

These guidelines are for the Provider that the Ministry of Social Development (the Ministry)
contracts with to provide Social Workers in Schools (SWiS) Services.
How did these guidelines come about?

These guidelines replace the SWiS Agreement Service Description. Agreements with
Providers for the delivery of SWiS Services require that Services are delivered in
accordance with these guidelines. These guidelines form part of the Agreement.
What is the purpose of these guidelines?

The guidelines provide:
a set of commonly agreed practice principles and values to guide SWiS work
detailed information about service delivery and practice
a resource tool to help you deliver SWiS Services consistently
a resource tool to assist you in meeting the desired service outcomes
a way for us to improve our responsiveness to feedback regarding changes to the

service delivery component of the Agreement.
How should these guidelines be used?

These guidelines should be seen as setting the minimum standard, from which each
Provider can develop a service that reflects their organisations philosophical base,
incorporating local need and the culture within which it works. You will use them to assist
you to competently deliver the service according to the Agreement requirements.
Will these guidelines be revised?

This document is a living document and will be updated as required. The Ministry staff will
keep you informed of any further editions, updates or changes to these guidelines, as it
forms part of the Agreement. Feedback on the guidelines is welcome at any time and can
be sent to the Ministry national office using the attached Feedback Form (see appendix two).
Where can you go for further information?

For further information on these guidelines please contact your Contract Manager as
identified in your Agreement.
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2.
Relationships
What are the principles that underpin the relationship between the Ministry,
the Provider and the client?
For this to be effective, it is essential that all parties collaborate to ensure the Services are
effective and accessible. The following principles guide all dealings under the Agreement.
The parties agree to:
act honestly and in good faith;
communicate openly and in a timely manner;
work in a collaborative and constructive manner;
recognise each others responsibilities;
encourage quality and innovation to achieve positive outcomes; and
support the principles of the Code of Funding Practice.
The Agreement does not constitute a partnership in the legal sense nor does it mean that
the Provider is an employee or agent of the Ministry.
Cultural awareness
Each party recognises the needs of all people, including Maori, Pacific peoples, migrant
communities and all other communities to have Services provided in a way that is consistent
with their social, economic, political, cultural and spiritual values.
Accessibility
Each party recognises that increased participation is supported by enhanced accessibility
and recognises the diverse needs of all people, through:
ease of communication
flow of information
physical accessibility.
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3.
About Social Workers in Schools (SWiS)
In this section the guidelines cover:
the history
what SWiS is about
the client group
what the programme is seeking to achieve
the core principles
how the programme works
the people involved
the Service to schools
the SWiS work setting
changes to delivery sites
What is the history of Social Workers in Schools?

SWiS was established in 1999 to provide early assistance and intervention to children and
families/whnau, to prevent social problems becoming more serious and creating a barrier to
learning.
SWiS came out of a growing understanding of the relationship between the social, economic
and life circumstances of families/whnau, and the wellbeing of their children and young
people.
At the time, schools had voiced their concerns about the impact social and family
problems were having on their students and how this affected their ability to learn. Many
teachers felt increasingly called on to support students with these problems without
relevant training, or access to appropriate resources and support.
What is Social Workers in Schools about?

SWiS is a school-based community social work service. It offers early and responsive social
work interventions to children and their families/whnau from low decile schools, where
problems have been identified which put childrens education, safety or wellbeing at risk.
SWiS is primarily delivered in decile one to three schools.
The Service is located in schools, providing an opportunity for children and families/whnau
in need of extra support to easily link with it. This setting has the advantage of:
being a site where most children are regularly seen
having an existing infrastructure to support the delivery of the Service
allowing problems to be identified early, as staff in schools often have knowledge of

the circumstances of the child and their family/whnau.
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Social workers are employed by non government organisation (NGO) social service
providers. They work collaboratively with school staff as part of the school community,
however remain independent of the schools student disciplinary process. This is to ensure
social workers are able to maintain professional independence to allow them to advocate for
students and their families/whnau, if there are issues for them at school.
Who is the client group for Social Workers in Schools?

The clients for the SWiS Service are vulnerable year one to year eight children who attend
specific low decile schools and their families/whnau. This includes children who are having
difficulties attending, and engaging in school, and those for whom statutory intervention may
be required if concerns and risk factors are not addressed.
What is Social Workers in Schools seeking to achieve?

The SWiS Service seeks to achieve the following vision, long term outcomes, and results for
children and families/whnau.
Vision:
To enhance life outcomes for children whose social and family circumstances place at
risk their chances of achieving positive education, social and health outcomes
Long-term outcomes:
The long-term outcomes of the Service are:
children attending and engaged in school
safe, and socialised children with a strong sense of identity and well-being
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Results:
Overall, the goal of SWiS intervention is to improve child and family/whnau outcomes.
Indicators of the effectiveness of SWiS work in supporting children to attend, and engage in
school, and to feel safe, healthy, happy and resilient, may include (but are not limited to) the
following outcomes:
increased attendance of children at school
children are making friends and are able to maintain relationships at school
a reduction in school bullying
children with increased resilience
children know how to manage difficult situations and who to go to for help
a decrease in behavioural issues impacting the classroom
a reduction in Child, Youth and Family (CYF) reports of concern due to timely SWiS
intervention
schools are better able to identify abuse and neglect and notify appropriately
increased parent/caregiver participation in school activities
successful transitions from primary to intermediate and intermediate to secondary

schools
parents/caregivers are more connected to their communities
appropriate referrals are made to services to provide specialised support to children

and families/whnau
improved collaboration between social services in school and community resulting in

better coordination of services to children and their families/whnau.
What are the Social Workers in Schools core principles?

The following core principles underpin practice:
social workers work in partnership with children and families/whnau in a relationship

which respects the right of each family/whnau to participate fully in all aspects of
service delivery. Participation by children and family/whnau is voluntary.
children have the right to have their wellbeing and safety protected.
children need to be supported to reach their full potential.
the existing strengths within families/whnau are acknowledged and enhanced

through the application of strengths-based social work practice (refer to the SWiS
toolkit for a description of strengths-based practice).
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How does the service work?

The components of the Service are shown in the table below, and are explained in more
detail in the service delivery section of this document.
Social work with
social work support with children and families/whnau to
children and
achieve goals identified. This may include advice and
families/whnau
information
referrals from children/family/whnau/school/community

Note: The social work process is described more
comprehensively in the SWiS toolkit and summarised in
Appendix three.
Group Programmes
planned group programmes/activities that are delivered by

or in conjunction with the social worker to meet identified
needs in school or school cluster.
Community liaison
development and utilisation of community links and
and service
knowledge to inform work with children and
coordination
families/whnau
partnership with community or statutory organisations to

support families/whnau to build/develop skills, resilience,
and connectedness within their community
partnership with schools to provide a coordinated service

to children and families/whnau.
Partners
In order to achieve the aims of this Service it is important that the key partners work together
to support social workers to deliver services to schools. These relationships are formalised in
a Partnering Agreement which forms the local framework for the SWiS service.
The SWiS partners are: the Provider, the school(s), Ministry of Education and the Ministry of
Social Development (the Ministry). The roles and responsibilities of each are described in
detail below.
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The Provider
The Provider will:
employ and support competent, qualified social workers (see service delivery section
for responsibilities)
operate a viable service which is able to support professional social workers in

accordance with CYF approval standards, the SWiS Agreement and service
guidelines
ensure child protection policies are developed and updated as necessary within their
organisations, and take responsibility for support/follow up when a report of concern
has been made by the SWiS social worker
apply the partnering principles/framework as agreed in the Partnering Agreement

(see cluster meeting section for Provider responsibilities)
promptly address any concerns or conflict between the school, the social worker,
and/or the Provider to ensure children and family/whnau access to SWiS is not
compromised by relationship issues. The Partnering Agreement includes a matrix to
guide issues resolution
ensure appropriate community liaison and networking links are made to support the
social workers, clients of the Service, and schools
develop effective collaborative working relationships with local CYF sites using the
SWiS/CYF interface guidelines to inform this if needed. (The guidelines are included
in the SWiS toolkit)
ensure systems and processes are in place to utilise funds in line with the Agreement
and guidelines and meet reporting requirements
organise and run four (quarterly) cluster meetings each year (see cluster meeting
section in the service delivery section)
implement results based accountability (RBA) and apply a continual service

improvement framework to service delivery, and
report to the Ministry as per the Agreement.
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Child safety
The Provider and the schools in the cluster will agree on a process to make a report of
concern to CYF where there is evidence or disclosure of abuse or neglect, or concern for a
childs immediate safety. Notification may also be made to the police.
This process is agreed during the development of the Partnering Agreement and
documented in appendix A of the Partnering Agreement template.
A guide has been developed to help community and education providers identify child abuse
and neglect and understand how the CYF notification and assessment process works. The
resource an Interagency Guide working together to keep children and young people safe
can be requested by phoning the CYF call centre 0508 326 459, or by emailing:
cyf_swis@cyf.govt.nz.
Schools within the cluster

The cluster schools are key partners in the provision of the Service. A collaborative working
relationship between the social worker, the Provider and schools within the cluster is crucial
to the effective operation of the Service.
The participating schools have a very important role in supporting the Service, therefore it is
important schools:
ensure the principal (or when not available, another senior staff member) attends and
contributes to all quarterly cluster meetings
create a collaborative working environment in which social workers are able to carry
out their work successfully
provide access to children during the school day
have a comprehensive understanding of the Service and promote the Service to

school staff and families/whnau
utilise the agreed referral process (see the referrals section of this document)
gain consent from family/whnau for referrals to the Service, understanding that
access to SWiS support is often compromised by families/whnau not being
adequately prepared for a referral
promptly address any concerns or conflict between the school, the social worker,
and/or the Provider to ensure children and family/whnau access to SWiS is not
compromised by relationship issues. The Partnering Agreement includes a matrix to
guide issues resolution
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recognise that SWiS social work is a professional role with clear guidelines, and
SWiS social workers are not employed to fill gaps in the day to day running of the
school
support the delivery of group programmes within the school with resources, such as
stationery and any other tools the school has available
provide a private room within each school for social workers to meet with children
and family/whnau without interruption, and access to kitchen, bathroom and
administrative support, and
base schools are responsible for providing a social workers primary work space
including a desk, lockable filing cabinet, and resources the social worker requires to
carry out their work from within the school environment.
Ministry of Social Development

The Ministry will:
manage the funding allocated to the SWiS programme
select and contract with approved Providers under Section 403 of the Children,
Young Persons and Their Families Act, 1989, using CYF approval standards
contribute, and be a signatory, to the Partnering Agreement. Attend cluster meetings

to provide advice and programme overview to ensure the Service is delivered in
accordance with the contract and service guidelines
monitor service delivery and financial management by the Provider. All Providers are
required to report to the Ministry quarterly. The reporting requirements are detailed
in the Agreement and the SWiS Provider Return Report is attached as appendix one
report back to Government on the SWiS programme and its outcomes
develop resources and support the Service
liaise with the Ministry of Education nationally and regionally
provide database support. The Ministry will supply the Provider with a Microsoft
access database (the SWiS database) for use by the social worker and Provider if
they wish to utilise this
provide orientation/database workshops for social workers employed by the Provider,

and
provide relevant training materials including the SWiS toolkit and a SWiS database
manual.
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Ministry of Education
The Ministry of Education is a key partner, particularly in the development of a new SWiS
Service or when issues arise that they can assist with.
As a partner, the Ministry of
Education is a signatory to the Partnering Agreement. It is important that local

representatives attend, at minimum, cluster meetings that are focused on the development
or review of the Partnering Agreement. The frequency and nature of on-going
contact/meeting participation between the Ministry of Educations local development officer
and the other cluster partners will be negotiated during the development of the Partnering
Agreement. Where issues arise that the Ministry of Education has some expertise in or
responsibility for, it will assist the SWiS partners to develop a resolution.
The Ministry of Education will also be involved in advising the Ministry on schools eligible for
SWiS (e.g. should a vacancy arise in a cluster) and participate in the selection process.
They will also provide advice, and assist in decision making, in cluster formation and review.
Ministry of Education input when new schools join SWiS

When a new service is set up, the Ministry of Education will provide support for school
modifications and equipment required to enable the social worker to work from a base
school. This is negotiated in consultation with the schools and service provider as per the
Partnering Agreement.
In consultation with the Provider, the Ministry of Education and the school cluster
representatives will determine the most appropriate location for the social worker in each
school. Where possible, existing suitable accommodation will be used and the Ministry of
Education will work with each school to determine what property modifications are required.
Where modifications are necessary, property funding may be available to cover building
provision or modification (that is, capital works extensions, alterations, enhancements,
fixtures and fittings forming part of the building). These would remain in place if the social
worker was no longer accommodated at the school. Items in this category could include
joinery repairs, painting, partitions, curtains, fixed shelving and cupboards, fixed floor
coverings or light fittings.
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The service to schools

School clusters are primarily made up of low decile schools, where at least 60% of the total
roll within the cluster is rated decile one to three.
A social worker will work in one school, or a cluster of schools, depending on the Providers
agreement with the Ministry. One full time equivalent social worker equates to one school
cluster, with schools ideally clustered to make up a total roll of 400-700 students.
The Social Workers in Schools work setting

Social workers are to ensure they provide a visible and regular service to schools.
For the programme to be successful, social workers will have a base office in one of the
schools in the cluster and will primarily work from this base.
Social workers provide a
service to each school at times agreed to in the Partnership Agreement. It is important that
social workers have a suitable room in each school in which they can work confidentially with
children and their families/whnau.
It is not anticipated that social workers will base their work out of the Providers office,
however, they will have a work space in the Providers office to utilise when required.
By being located within, and becoming known as part of the school community, social
workers are able to break down many of the barriers and stigma attached to requests for
help from families/whanau.
Promotion of SWiS is important, therefore it will be the joint responsibility of the social
worker, Provider and school to promote the Service in each school community, so that all
stakeholders are aware of the Service and how they may access it.
Changes to delivery sites

From time to time the Ministry and the Ministry of Education will undertake a review to
determine whether access to the Service remains appropriate in the event of any school
having its decile rating reviewed, schools being reorganised, or a significant change occurs
in the cluster roll number.
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4.
Service Delivery
how providers fit into the big picture

the role of referral agencies and the referral process
the activities of SWiS
key elements of practice
cluster meetings
employing and supporting a social worker
social worker competencies
supervision
training and professional development
service support
management of social worker vacancies and back-up
data collection and technology support systems
the database
evaluation of reviews of the programme
Where do Providers fit in the big picture?

Providers are contracted by the Ministry to deliver the SWiS Service. This includes:
employing and supervising social workers, managing the SWiS Service, and coordinating
quarterly cluster meetings in accordance with the Agreement and service guidelines.
What is the role of the referral agencies?

Referrals to the Service are made with the consent of families/whnau. The Service can be
successful only with the willing participation of children and their families/whnau. It is
important that family/whnau understand the reason they have been referred to the Service
and give their consent to this referral. When this is the case, the family/whnau is more
likely to engage with the social worker to address the problems identified.
Referrals can be made by children and families/whnau (self referrals), schools, statutory
(e.g. CYF), health, and community agencies working with families/whnau, for a range of
reasons including concerns for the education, safety or wellbeing of children and/or for their
family/whnaus wellbeing. For example: family/whnau may be in crisis or struggling to
cope with parenting, life changes, or social situations. These difficulties may be expressed in
many ways, including, but not limited to: problems with family functioning, a childs
behaviour, social development, or attendance/engagement at school.
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Referral process
Referrals to the Service are formal requests for a social work service. The role of social
workers is to assist children and family/whnau with specific concerns that are affecting the
childs safety or wellbeing/ability to learn, and/or the family/whnaus ability to manage
aspects of their lives.
If there is an immediate risk to a child, the school or other agency involved must make an
urgent report of concern to CYF, rather than refer to the SWiS social worker. SWiS is not a
crisis service, however if already receiving SWiS support, the social worker is often able to
support the family/whnau through the CYF assessment process. A referral to a SWiS
service can be made to offer ongoing support alongside CYF. SWiS may also be able to
offer places in group programmes to children or families/whnau linked with CYF services, if
their needs are consistent with the group programme target group.
Children are able to self refer to SWiS. If they do refer themselves consent must be gained
from the childs family/whnau before the social worker can proceed with providing ongoing
support. The SWiS worker will help the child to understand this. SWiS is family-focused
operating from a strengths base. This approach recognises the need for children to be
supported within the context of their family/whnau, and the importance of widening the
circle of support for change, to include families/whnau and community.
If a child self refers, and does not want their family/whnau to know, the social worker should
work with the child to determine the best approach to gain parental consent to ongoing
service.
While the social workers primary client is the child and family/whnau referred from a school
in the cluster, the social worker may work with any siblings within the client family/whnau if
they attend other schools, where appropriate.
Children who transition to another school may be followed up for a further six months after
they commence at their new school. If SWiS or other social work services provide a service
in the new school, a referral and hand-over process can be negotiated if the child needs
follow up due to transition difficulties.
What activities does Social Workers in Schools focus on?

Social workers work with children and their families/whnau directly and/or by offering group
programmes where the identified needs indicate that this would be an appropriate response.
Social workers also offer an advice service to school staff and children/families/whnau.
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What are some key elements of practice?

Social work with children and families/whnau
The social workers role supports the social, emotional, cultural, spiritual and physical well
being of children and their families/whnau. Skilled activities of engagement, assessment,
goal setting, planning and intervention promote positive change, increased safety and
enhanced educational and social outcomes for referred children and their families/whnau.
It is important that social work is goal-focused, that is, short-term achievable goals are set in
collaboration with children and families/whnau and regularly reviewed to support
achievement of these. A summary of the social work process can be found in appendix
three of these guidelines.
The key elements of practice are described below.
In working with children the social worker:
develops a relationship of trust with the child and key family/whnau members to
ensure they feel safe in discussing sensitive issues and personal problems
assists and fosters positive parent/caregiver/guardian relationships with the child
models positive parent/caregiver/child interactions and activities
maintains a clear focus on a childs physical and emotional care, their cultural and
spiritual wellbeing and the family/whnaus role in supporting this
identifies children whose safety and wellbeing is at risk and makes a report of
concern where necessary
supports children in the context of their family/whnau, to attend and engage in

school
supports family/whnau with referrals to the services of other appropriate agencies

to address the childs specific needs
advocates for the child within the school in collaboration with family/whnau
clarifies the meaning of confidentiality between child and social worker, and the
limitations to this in situations where the childs safety is at risk
respects the family/whnaus understanding of family, and
helps children and their family/whnau to identify and develop protective factors
which enhance resiliency and keep children safe.
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The social worker is able to offer support to the parents/families of referred children to:
overcome difficulties that have been identified as impacting the wellbeing of their
children
support families/whnau to reduce barriers to their child/childrens attendance and

engagement at school
work with other services to ensure parents/caregivers have access to any relevant
information held by them concerning the wellbeing of their children
maintain positive relationships with their children
maintain positive links with the school and advocate on behalf of the family/ whnau
to facilitate the resolution of any difficulties or misunderstandings arising in their (or
their childrens) relationships with the school
access support for their caregiving role from within their own family/whnau or social
and community networks
build on their individual and family/whnau strengths, and their capacity to increase
their resilience, and ability to meet their childrens needs, and
adopt a family/whnau centred practice approach which supports children and

families/whanau to reach their goals for change.
The social worker links their work with children and families/whnau within the school by:
advocating on behalf of students with the consent of their family/whnau
providing relevant information to school staff about issues for the child which may
impact on their learning or behaviour at school , and
informing school staff about the role of a social worker, and about approaches that
could reduce problems for students within the school environment.
A summary of the social work process is outlined in Appendix Three.
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Group programmes
In addition to individualised casework, social workers also coordinate group programmes for
groups of children and families/whnau in response to areas of need identified in the course
of their work. The section guidelines and resources for SWiS prevention and intervention
group programmes in the SWiS Toolkit outlines the process for this.
The working definition of a SWiS prevention and intervention group programme is:
a strengths and needs based planned group activity that provides positive social
development opportunities to enhance and support childrens learning and holistic
well-being.
A group programme must be a planned group activity not individual service provision.
The type of group programme is determined in collaboration between the SWiS
Provider, social worker and schools and must be consistent with the SWiS prevention
and intervention group programme guidelines.
School cluster meetings are the usual forum for these discussions. Ministry staff are also
available to provide guidance to SWiS partners on group programme suitability.
Issues to consider in identifying the most appropriate programmes include:
review of the issues and trends in social work referrals
the availability of alternative services and programmes within the school and local
community which receive funding from other sources, and
the social workers caseload and capacity.
Objectives of the group programmes are to:
positively enhance the developing social interaction, knowledge, skills, attitudes,

beliefs and behaviour of children and their families/whnau, and
build on childrens and family/whnau resilience as a way to strengthen protective

factors and reduce risk factors.
Service providers in agreement with the schools can:
use an established programme developed by the social worker or Provider
access an existing programme and bring it into the school community. This may
include purchasing a programme from another agency where consideration is given
to cost and value for money.
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develop, design, and run a programme to meet an identified outcome; this may be in
conjunction with Resource Teacher: Learning and Behaviour (RTLB), health nurse,
or other professionals.
Groups might include:
a group of children in one school
a group of children from several schools in the cluster
a group of parents from the school or cluster of schools
a group of children and their parent/caregiver(s) or family/whnau.
Intended outcomes of group programmes include:
strengthening childrens social relationships and communication
building positive identity
managing specific behaviour which is causing concern
enabling children to manage grief, loss and change
strengthening families/whnau to support their children.
All group programmes must have:
agreement of all parties
documented needs analysis
programme description
planned expenditure and a budget which is agreed by cluster partners
expected outcomes identified
effectiveness and evaluation processes
all steps in this process documented and available to be reviewed at cluster meetings
and CYF monitoring visits.
The process for this is described in detail in the guidelines and resources for SWiS
prevention and intervention group programmes section in the SWiS toolkit.
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Community liaison and service coordination

The Provider and social worker will utilise their links and knowledge of community services
for the advantage of the children and their families/whnau who participate in the SWiS
Service.
This includes:
working with other professionals, in particular, school support services and public
health nurses, to identify and refer appropriately when specific problems affect a
childs wellbeing
working with truancy services to support families/whnau to reduce social barriers to

their childs attendance at school
ensuring that where appropriate, other agencies have input into individual child or
family/whnau plans, and that these plans are delivered and monitored in a
coordinated and effective way
supporting and participating in delivery of services when another agency/service is

the lead provider for the family/whnau
taking the lead role in delivering coordinated support services to children and
families/whnau when this is deemed, by the service provider, to be appropriate
developing a collaborative relationship with, and understanding between CYF

local offices and schools for the reporting of child abuse and neglect
providing appropriate coordination support to the strengthening families process

when children with complex needs require a multi-agency approach.
Cluster meetings
Purpose
It is important for all SWiS partners to attend the quarterly school cluster meetings. This
provides an opportunity to review service delivery, consider emerging trends in each cluster,
and for joint planning and information sharing between partners.
Cluster meetings are the forum for Providers and social workers to report on the service
delivery and outcomes of the previous quarter, the expenditure of group programme funds,
and to identify needs in the school community which can be met by developing and running
group programmes in the future.
It is also a great opportunity to scope possible joint programmes across schools within the
cluster, or across clusters.
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Process
Cluster meetings are key to the coordination and management of the Service and are
managed by the Provider. The provider will:
arrange times for quarterly cluster meetings. Many providers and schools find it is
prudent to set dates in advance for the school year in order that all parties can diary
and prioritise meetings
communicate with all partners to ensure they are able to attend
ensure the social worker is present to provide a report on work of the previous
quarter, and input into the planning and review process
coordinate minute-taking, preparing and distributing meeting minutes to all partners

within two weeks of the cluster meeting
coordinate the development of the Partnering Agreement and its annual review with
the support of the Ministry staff. This will also be revisited when there are any
changes within the cluster
follow up on any issues in the relationships or service delivery which arise within the
cluster, and seeking support from the Ministry and/or the Ministry of Education if the
situation is unable to be resolved. A suggested issues resolution matrix is included in
the Partnering Agreement and a process for receiving and acting on complaints
should be agreed by partners when reviewing this document, and
ensure presentation of the social workers quarterly reports is included in the cluster
meeting agenda. Referral trends and numbers of referrals should be discussed and
taken into consideration in group programme planning.
Cluster meetings are not the environment to discuss client issues with school staff.
Separate case management meetings should be held to protect the confidentiality of children
and families/whnau.
JULY 2011
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Employing and supporting a social worker

To support the delivery of a professional social work service, the Provider is responsible for
employing skilled social workers.
The Provider attends to all employment processes including:
the recruitment and employment process
supervision
training and professional development
The Provider is to employ social workers who hold a social work qualification that is
recognised by the New Zealand Social Work Registration Board. Where it is not possible to
recruit a suitably skilled and qualified social worker, the Provider may employ a social worker
who is actively working towards a recognised social work qualification, as defined by the
Social Work Registration Board. This will include a timeframe for completing the
qualification. The Provider must inform the Ministrys contract manager if this is the case.
The Provider ensures that:
schools are consulted when appointing a new social worker
representatives from the school cluster, an experienced social work practitioner,

supervisor or manager, and Maori and/or Pacific peoples representation where
appropriate, will participate in the interview process
there is a clear process for vetting applicants, including speaking to referees and a
police check
each social worker has a clear, detailed job description, and a documented
professional development plan
remuneration for social workers will reflect their qualifications, experience and skills,
and
social workers are able to work flexible hours to enable them to attend family/
whnau/school meetings outside normal work hours.
Social worker competencies

The most important factor in the success of the Service is the ability of the social worker to
establish a professional, supportive and effective working relationship with each child and
their family/whnau to ensure their goals for change are achieved.
JULY 2011
22
It is also important that:
social workers are able to work well within the school system(s), and with school
personnel
have good organisational skills
are able to explain and promote social work in the school setting
are able to manage their time well, given they will often be working across several
schools
demonstrate confidence and skill in group programme planning and facilitation.
While the Provider has discretion to develop the job description they believe best reflects the
position requirements, core competencies must be considered to ensure the best fit for the
role. The Provider will be informed by standard core competencies and by the specific social
workers practice competencies detailed in the SWiS toolkit (the competency framework for
practice excellence) when considering and interviewing for new social workers. School
principals involved on interview panels will be provided a copy of the core competencies to
help them prepare for this process.
Supervision
The success of the Service relies significantly on the competency of the social worker. The
Provider is responsible for the quality of professional supervision, the support the social
worker receives, and their access to appropriate training and development opportunities.
Supervision is a compulsory requirement of the Service:
all social workers must receive no less than one hour per fortnight of formal, one-toone professional supervision
ideally for new workers this should be weekly for at least the first six months of their
employment
supervision must be provided by a qualified, registered and experienced social

worker with proven skills and experience in social work supervision. It is preferable
that the supervisor also holds a supervision qualification in social services that has
been awarded by a registered and accredited education provider, or is working
towards this.
The Provider is responsible for employing or contracting a supervisor, for developing a

supervision plan between the supervisor and the social worker, and for monitoring the
implementation of this plan.
JULY 2011
23
A SWiS supervision policy and guidelines have been developed to guide best practice in
supervision. Copies can be obtained by emailing: cyf_swis@cyf.govt.nz
Training and professional development

All social workers are to have opportunities for ongoing training and professional
development. The Provider will work with the social worker to develop a professional
development plan.
For registered social workers to maintain their registration they must complete 150 hours of
continuing professional development over a three year period. Professional development
includes training, research, journal contributions, professional reading, peer review
meetings, and attending workshops and training seminars.
All social workers and their professional supervisor, manager or coordinator are to be
supported by the Provider to attend any specific social workers in schools training provided
by the Ministry. This training may be part of their induction support, for example the SWiS
orientation/database training, or cover specific topics that support the ongoing development
of the SWiS Service.
Service support
The Provider will facilitate service implementation by providing:
office and administrative support for the social worker while working outside the
school offices and during the school holiday periods if the school buildings are not
accessible
a mobile telephone for the social worker and costs of this telephone
internet access
insurance
transport for the social worker, and if not transport, reimbursement of transport costs
a laptop computer for the social workers use within schools. Where the Service uses
the SWiS database, the social worker should have access to the database and be
the registered user for this. It is the Providers responsibility to arrange a change of
user name when a new social worker is employed.
JULY 2011
24
Management of vacancies and back-up for social workers

The Provider will provide professional back-up if the social worker is on leave or undergoing
training, to ensure continuity of service delivery. The back-up strategy and contact person
will be communicated to the cluster of schools and noted in the Partnering Agreement.
When there is a social work vacancy, the Provider will ensure that schools within the cluster
have ongoing access to social work support. This could take the form of a social worker
employed to provide a temporary service to schools, or the Provider reallocating existing
social work resources to respond to referrals and ongoing casework. Care should be taken
not to overburden social workers with already full caseloads.
Data collection and technology support systems

Data collection and record keeping
The Provider will ensure that social workers have access to forms and processes which
enable collection of all relevant information needed to assess and plan their work with
children and families/whnau. All interactions with clients and schools/networks relating to
their work is to be recorded.
In complying with its obligations under Principle 3 of the Privacy Act 1993, the Provider is to
ensure that any client from whom it collects personal information understands that the
information collected may be utilised in service development and reporting of SWiS delivery.
This could take the form of discussion in supervision, and data for recording and monitoring
the Service. Written permission should always be gained from family/whnau. This can be
sought by specifically referring to a use of information section on a consent to service form
which should be explained and signed at the time the client family/whnau is engaged with
the Service.
All client information is to be kept secure and care taken to ensure social workers who are
travelling between schools or to family homes, do not leave files in their cars or homes.
The SWiS database

A SWiS database has been developed by CYF.
The database is used as a client
information and practice tool, for data collection and as a reporting tool.
In the past it was compulsory to use the database, however use is now optional.
JULY 2011
25
Providers may use their own database for recording client and practice information and data
for service planning and reporting purposes. Care should be taken to ensure social work
assessment, planning, reviewing and case closure information is collected, and contracted
reporting requirements are able to be met from information collected.
If the Provider elects to use the database, the Ministry will assist to set up this system when
new services are contracted. This includes the provision of software, training for users of the
database, and database back-up support.
Evaluation/reviews of the programme

When any evaluation or review of the Service is being undertaken by the Ministry, the
Provider is to:
provide the evaluation/review team with data and records
provide client families/whnau with objective information about the evaluation/review,

advise them that they may be requested to participate, advise that participation is
voluntary, and receive the informed consent of the family/whnau for participation
provide a mutually agreed time for social workers delivering the Service to participate
in interviews
allow mutually agreed time for social workers to review written material, such as draft
interview schedules and reports, and to liaise about evaluation/review activities such
as interviews, observations and reviewing material
allow programme document analysis at times and places that are mutually agreed
between the Provider, evaluation team and other participants whose informed
consent is required
undertake any other activities relevant to the evaluation/review as mutually agreed

with the Ministry.
JULY 2011
26
5.
Measuring Results and Reporting
how we know if SWiS is working

what data needs collecting for reporting
what reports are required
How do we know if Social Workers in Schools is working?

We are all interested in being able to demonstrate that SWiS achieves outcomes (or results)
for individuals, and families/whnau. The Ministry does this through various reporting
requirements which are based on a RBA framework, and is reflected in the SWiS Provider
Return Report attached to the Agreement as appendix one.
What data needs to be collected for reporting?

To tell us if the initiative is making a difference the Ministry requires the Provider to collect
data that will tell us:
how much we did;
how well did we do it; and
if anyone was better off.
The data is backed up by a narrative report. The format for the narrative report is found in
the Provider Return Report (attached to the Agreement as appendix one).
How much did we do? asks the traditional questions about quantity, for example, the
number of FTE workers and the number of clients. However, measurements of quantity
only, are now considered to be inadequate. There are important questions of quality that
need to be asked, such as how well did we do it?, and (how) was anyone better off? In
the RBA evaluation process, how well did we do it, and was anyone better off are the
overarching questions that are focused on as the Service is measured.
It is usually not possible to measure the effectiveness of a service by only one method of
data collection, therefore several different ways of collecting information will help providers
evidence the results achieved, and guide service development initiatives.
JULY 2011
27
A range of methods can be utilised to measure the effectiveness of the Service. These
include:
client evaluations (often undertaken with children and family/whnau on completion

of social work service)
survey questionnaires
focus groups
evidence of achievement of client goals taken from case work records
feedback from schools and community/statutory agencies
pre and post intervention surveys such as the strengths and difficulties questionnaire.
(Information about this tool can be found in the guidelines and resources for SWiS
prevention and intervention group programme section of the SWiS toolkit)
analysis of school attendance data
collection of evidence of positive outcomes (such as those indicators described in the

results section of these guidelines).
Please refer to section 7 of this document for links which may be useful in developing more
resources for measuring the quality of the Service provided.
JULY 2011
28
The following chart provides a summary of the SWiS outcome measures that providers will
report to the Ministry quarterly. This chart differentiates between measures of quantity and
quality, and effort and effect.
What did we do?
How well did we do it?
# of FTE SWiS workers

# of new clients receiving intervention
# of clients receiving intervention at
end of quarter (current caseload)
# new clients receiving short-term
advice only
# clients completing intervention
(cases closed)
# group programmes
# participants commencing group
programmes
# participants completing group
programmes
# reports of concern by SWiS to CYF
# referrals from CYF to SWiS
# of qualified SWiS social workers
Current Partnering Agreement

The Partnering Agreement has been
reviewed at minimum once yearly
A RBA framework is implemented
# and % parents/caregivers who
express satisfaction with the SWiS
Service
# and % schools who express
satisfaction with the SWiS Service
Is anyone better off?
# and % of children who report positive change as a result of the SWiS Service
# and % of parents/caregivers who report positive change as a result of the SWiS
Service
# of children who are more actively engaged in school as a result of the SWiS Service
This data is supported by a detailed narrative report.
Where can we find more information about Results Based Accountability

(RBA)?
More information about RBA can be found at:
http://www.familyservices.govt.nz/my-community/making-thingshappen/planning/measuring-outcomes-for-children-families-and-communities.html.
www.resultsaccountability.com
Your Ministry Contract Manager, as identified in your Agreement, will also be able to assist
and provide further information on RBA.
JULY 2011
29
What reports are required by the Ministry?

Reporting is required to meet the contractual obligations set out in the Agreement. Reporting
is necessary to ensure accountability to Government for the funding provided under that
Agreement. The Ministry has agreed on the quantity and nature of the Services the funding
supports, and we are required to report to Government that this has been achieved.
The following reports must be completed quarterly and sent to your Contract Manager:
SWiS Provider Return Report including the Group Programme Report (appendix
one). The report provided after the first quarter should be added to the next quarter
so that at the end of the financial year one report contains the full years reporting
information.
The following annual statement is required:
An annual audited statement of accounts which includes the money received for the
SWiS Service as a separate income item, details of how the money has been
expended in the provision of the social work service, including the Prevention and
Intervention Group Programmes.
JULY 2011
30
6.
Definitions
In these guidelines, unless the context otherwise requires words or phrases beginning with
capital letters are defined as follows:
Agreement means the contract entered into by the Provider and the Ministry for these
Services;
Provider means the organisation the Ministry has contracted with to provide these
Services;
Services means the Services to be provided under the Agreement, and Service has a
corresponding meaning.
Partnering Agreement refers to the agreement negotiated between the partners to the
service (i.e. schools, MOE, Provider and CYF) to guide the local delivery of the service. This
is not a legally binding document and differs in this way from the Agreement referred to
above.
JULY 2011
31
7.
Further information and useful website links
The code of funding practice can be found on the MSD website below:
www.msd.govt.nz/what-we-can-do/community/good-practice-funding/index.html
Please find below, useful links to help you when thinking about developing tools and
systems for information collection and client feedback.
Strengths and difficulties questionnaire: http://www.sdqinfo.org/
Client directed, outcome informed (CDOI): http://talkingcure.com/
The SWiS toolkit

The SWiS Toolkit provides the guidelines for the social work process and this should be
used continuously as a reference by the Social Worker. The toolkit documents can be
viewed
on
the
SWiS
website:
http://www.cyf.govt.nz/working-with-others/swis-
services/index.html
SWiS social workers/Provider can order them by filling in the order form on the website and
emailing it to; cyf_swis@cyf.govt.nz
The SWiS Toolkit includes:
guidelines for making a report of concern
induction package for getting started in the work
social work process booklets
group programme guidelines
the Supervision Policy
the Competency Framework for Social Worker
the Database User Manual to assist with case note recording and the filing reports.
JULY 2011
32
Appendix One
SWIS PROVIDER RETURN REPORT

Name of provider:_________________________________________________________
Person(s) completing report__________________________________________ Date(s)_____________________________________________________
Service provider quarterly reports:
F12: Due 10 October 2011 / 5 December 2011 / 10 April 2012 / 10 July 2012
How much did we do? (Outputs)
Quantity
Total number of full-time equivalent social workers

Total number of new clients receiving intervention
Total number of clients receiving intervention at end of quarter (current caseload)
Total number of clients completing intervention (cases closed)
Total number of new clients receiving short term advice (only)
Total number of group programmes
Total number of participants commencing group programmes
Total number of participants completing group programmes
Total number of reports of concern to CYF by SWiS
Total number of referrals from CYF to SWiS
Actual
Actual
Actual
Actual
Actual
Actual
Actual
Actual
Actual
Actual
1/4
How well did we do? (Service quality)
3/4
4/4
y.t.d
n/a
n/a
Quantity
1/4
Total number of qualified social workers

A current partnering agreement
The partnering agreement has been reviewed at minimum once yearly
A results based accountability framework is implemented
Number and percentage of parents/caregivers who express satisfaction with the SWiS
service
Number and percentage of schools who express satisfaction with the SWiS service
JULY 2011
2/4
Actual
1
1
1
2/4
3/4
4/4
y.t.d.
n/a
n/a
n/a
n/a
Actual
Actual
33
Was anyone better off as a result of the service? (Effectiveness)
Quantity
1/4
Number and percentage of children who report positive change as a result of the SWiS
Service
Number and percentage of parents/caregivers who report positive change as a result
of the SWiS Service
Number and percentage of children who are more actitively engaged in school as a
result of the SWiS Service
2/4
3/4
4/4
y.t.d.
Actual
Actual
Actual
Narrative report
NOTE: Please make it clear in the narrative report which quarter the information provided relates to.E.g. Q1: ; Q2
; Q3
; Q4
Social work highlights/examples of innovation

Reasons for referral: Provide information about the top four reasons for referral. Comment on any issues or trends relating to referrals.
Interface with Child, Youth and Family: Comment on this relationship. Outline strategies employed to maintain or develop this.
nature of referrals received and co-work undertaken.
Include discussion of the
School and local community: Provide information about interface issues and how these are being addressed.
Constraints: Identify constraints to service provision and your responses to these. Describe any gaps identified.
How is RBA being implemented? Include general information and also data (by quarter) of how many clients/stakeholders were surveyed and how many
responded.
Quantity: How much did we do? Comment on the output data reported above. Outline any issues and how these have been responded to.
Quality: How well did we do? Comment on the service quality measures reported above. Outline any issues and how these have been responded to.
Effectiveness: Was anyone better off? Describe how your service made a difference to clients and stakeholders. Please include results achieved and
evidence for these.
JULY 2011
34
Documents attached
Quantity
1/4
Group programme(s) financial statement

Cluster meeting minutes
Audited financial statements
JULY 2011
2/4
3/4
4/4
per
annum
4/cluster
pa
4/cluster
pa
1
as available
35
SWiS Group Programmes Cumulative Report

Provider Name:
Cluster:
Period report covers:
NOTE: Add extra rows/sections to this report as needed

Expense details
Programme details
Prog.1
Prog.2
Name of programme:
External or internally sourced:
Dates:
Description:
Parties involved in planning:
Target group:
# Participants
Objectives:
Outcomes achieved:
Total programme cost:
Name of programme:
External or internally sourced:
Dates:
Description:
Parties involved in planning:
Target group:
# Participants
Objectives:
Outcomes achieved:
Total programme cost:
Financial summary
JULY 2011
Cost
Programme
cumulative
total
$0.00
$0.00
$0.00
YTD programme cost
Balance of funds beginning of period
Funds paid during year
programme costs YTD
Balance
$0.00
$0.00
$0.00
$0.00
36
Appendix Two
Provider Feedback Form

Please send to:
Community Relationships
Or
CYF National Office

PO Box 1556
WELLINGTON 6140
Fax
04 915 0022
Suggested change to the [the Services] Guidelines (including appendices)
Topic
Reference
section / page
Suggested change / description
Name . Date
Provider Name ........
Contact details ..
JULY 2011
37
Appendix Three
The SWiS social work process:

(NB: This is a summary of the process and it is outlined in more detail in the SWiS Toolkit)
Referral to
Referral to SWiS service from school staff, community, statutory services, or self referral.
SWiS
Advise referrer of expected timeframe for making contact with family.
Notify CYF if immediate safety risks are identified.
SWiS contacts/meets with family to fully explain service
Initial consent to service/information-sharing should be gained at this point
If service is denied at this point, the reason for this needs to be documented and the
First contact
referrer advised.
Gain written
Re-assess risk to child and take any action required.
Face to face meeting to gain formal written consent to service/information sharing with
consent
school, other services etc.
Record all information.
If service is denied at this point, the reason for this needs to be documented and the
referrer advised.
Re-assess risk to child and take any action required.
Strengths
Begin assessment of needs/issues/strengths/resources/risks.
and needs
Document information including assessed level of risk at time of referral and again at
assessment
assessment.
Advise referrer that client has been engaged, or if consent to service has been denied.
If consent is denied, document all contact clearly and advise referrer.
If serious concerns/risk are present liaise with referrer and/or school about a report of
concern being made.
Developing
and
Support the child and their families to develop goals, and a plan for how these goals will be
achieved.
implementing
the plan
Agree the frequency of contact and roles and responsibilities of those involved in achieving
the goals. The plan should include tasks for the child, the family, the social worker and
other key supports.
Help the child and their family/whanau picture a future in which the social worker will no
longer be needed, and the client/family/whanau is better able to manage the situation
which prompted the referral.
Involve and make referrals to wider supports as appropriate.
Define roles, responsibilities and communication processes when other

organisations/professionals are involved in supporting the child and their family. Provide
case coordination where necessary.
JULY 2011
38
Reviewing
and
The plan/goals/strategies need to be regularly reviewed, progress assessed and

adjustments made as required.
assessing the
plan progress
Track whether the initial goals are still relevant. Identify any barriers to progress and
opportunities to renegotiate tasks, goals, and partners to the process.
Wherever possible, short-term intervention with clear, achievable goals should be

negotiated.
Strengths-based practice focuses on clients achievement of goals and feeling better able
to manage problems in their lives
Case closure
Review of progress should identify when goals for change have been met
Closure of a SWiS intervention is to be managed in consultation with clients.
The referrer and other partners in the change process will be advised, and feedback
sought from school and any other relevant services to assess positive outcomes
The SWiS service will seek information to evaluate the effectiveness of the service
provided to inform cluster partners, SWiS service development within the Provider
organisation, and to fulfil CYF contractual reporting requirements.
JULY 2011
39

Social Workers in Schools Service Guidelines

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SOCIAL WORKERS IN SCHOOLS

About these guidelines ................................................................................................. 3

About Social Workers in Schools (SWiS).................................................................... 5

Service Delivery .......................................................................................................... 14

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

Training and professional development ....................................................................... 24

Measuring Results and Reporting ............................................................................. 27

Further information and useful website links ........................................................... 32

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

About these guidelines

Who are these guidelines for?

How did these guidelines come about?

What is the purpose of these guidelines?

detailed information about service delivery and practice

a resource tool to help you deliver SWiS Services consistently

a resource tool to assist you in meeting the desired service outcomes

a way for us to improve our responsiveness to feedback regarding changes to the

How should these guidelines be used?

Will these guidelines be revised?

Where can you go for further information?

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

act honestly and in good faith;

communicate openly and in a timely manner;

work in a collaborative and constructive manner;

recognise each others responsibilities;

encourage quality and innovation to achieve positive outcomes; and

support the principles of the Code of Funding Practice.

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

About Social Workers in Schools (SWiS)

In this section the guidelines cover:

What is the history of Social Workers in Schools?

What is Social Workers in Schools about?

being a site where most children are regularly seen

having an existing infrastructure to support the delivery of the Service

allowing problems to be identified early, as staff in schools often have knowledge of

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

Who is the client group for Social Workers in Schools?

What is Social Workers in Schools seeking to achieve?

children attending and engaged in school

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

increased attendance of children at school

a reduction in school bullying

children with increased resilience

a decrease in behavioural issues impacting the classroom

increased parent/caregiver participation in school activities

successful transitions from primary to intermediate and intermediate to secondary

parents/caregivers are more connected to their communities

appropriate referrals are made to services to provide specialised support to children

improved collaboration between social services in school and community resulting in

What are the Social Workers in Schools core principles?

social workers work in partnership with children and families/whnau in a relationship

children need to be supported to reach their full potential.

the existing strengths within families/whnau are acknowledged and enhanced

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES

How does the service work?

social work support with children and families/whnau to

achieve goals identified. This may include advice and

referrals from children/family/whnau/school/community

planned group programmes/activities that are delivered by

development and utilisation of community links and

knowledge to inform work with children and

partnership with community or statutory organisations to

partnership with schools to provide a coordinated service

THE SOCIAL WORKERS IN SCHOOLS SERVICE GUIDELINES